EFL Learners’ Autonomous Listening Practice Outside of the Class

This study utilizes the design of an informal, semi-structured self-directed English listening program beyond the classroom in a university in Taiwan. The purpose was to examine Mandarin-speaking EFL learners’ autonomous learning processes and their perceptions toward the program. Twenty-two participants voluntarily signed up for the ten-week program, in which TED videos were used as the listening materials. Except for the orientation during the first week, all learning activities took place outside of the classroom at each learner’s pace. Data included 446 listening logs, end-of-program questionnaires, and interviews. The findings reveal that during the autonomous learning process the participants adopted various strategies at the stages of setting goals, selecting materials, developing learning methods, and evaluating learning outcomes. The strategies and self-regulation skills were shaped by both personal and contextual factors. Active metacognitive processes were also observed. Although learners’ participation decreased over time, they valued the opportunity to exercise control over their learning by having greater flexibility than that of taking a course. This study extends our understanding of learner autonomy in a specific context, which could shed light on the future designs of the self-directed language program.

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Advanced and intermediate EFL learners’ perceptions and practices of autonomous learning

ITL - International Journal of Applied Linguistics ◽

10.1075/itl.168.1.03jaf ◽

2017 ◽

Vol 168 (1) ◽

pp. 70-90 ◽

Cited By ~ 3

Author(s):

Sakineh Jafari ◽

Saeed Ketabi ◽

Mansoor Tavakoli

Keyword(s):

Decision Making ◽

Statistical Analysis ◽

Educational Experiences ◽

Autonomous Learning ◽

Learning Activities ◽

Educational Materials ◽

Advanced Learners ◽

Efl Learners ◽

Intermediate Learners ◽

Learning Language

Abstract This study examined Persian intermediate and advanced EFL learners’ perceptions regarding (a) their own and their teachers’ responsibility in learning language autonomously; (b) their decision making ability in learning language autonomously; and (c) their autonomous learning activities inside and outside the classroom. To this end, a questionnaire designed by Chan, Spratt, and Humphrey (2002) was distributed among 67 intermediate and 65 advanced EFL learners. Statistical analysis of students’ answers showed that overall, advanced learners tended to assume more responsibility for their own learning, to perceive themselves to be highly capable of autonomous learning, and to practice more autonomous learning activities compared to the intermediate learners. In addition, data collected through the interviews with some of the participants suggested that learners’ perceptions were greatly affected by their previous educational experiences. Since intermediate learners were not largely engaged in making decisions related to educational materials and activities used in their classrooms, they considered themselves as less responsible for and consequently less capable of choosing learning materials and activities. The findings of the study, along with the pedagogical implications, are discussed.

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URGENSI METAKOGNISI DALAM PENCAPAIAN HASIL BELAJAR KIMIA DI SMA

Lantanida Journal ◽

10.22373/lj.v5i2.2834 ◽

2018 ◽

Vol 5 (2) ◽

pp. 119

Author(s):

Ramli Abdullah

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Subject Matter ◽

Planning Process ◽

Self Regulation ◽

Student Learning Outcomes ◽

Learning Activities ◽

High Learning ◽

Learning Chemistry

The instructional strategy applied in learning and appropriate subject matter of Chemistry taught will be able to provide convenience for students in understanding the subject matter of Chemistry, so that learning experience will be more meaningful for students. One of the existing learning strategies is metacognition which is the students' knowledge related to their weaknesses and strengths in learning and self-regulation during learning activities such as planning, process arrangement, evaluation, commitment, minimization, procedure and conditioning. Students who have various dimensions of high metacognition will try to learn various ways to make it easy for them that learning activities are easy and fun to achieve high learning results. Thus, there is a correlation between the metacognition of students in learning with efforts to improve student learning outcomes in Chemistry subjects. The increasing of appliying various dimensions of students metacognition in learning will have an impact on improving student learning outcomes in Chemistry subjects. In the fact, the student who use / apply their metacogical dimensions in learning Chemistry subjects, students will be happy, eager and easy in learning Chemistry subjects, able to assess and predict their ability in learning Chemistry subjects process that ultimately students can achieve high learning outcomes in Chemistry subjects.

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Factors that effect personal goals and self-regulation processes over time

PsycEXTRA Dataset ◽

10.1037/e518442013-404 ◽

2008 ◽

Author(s):

Gordon B. Schmidt ◽

Richard P. DeShon ◽

Robert G. Lord

Keyword(s):

Self Regulation ◽

Personal Goals ◽

Over Time

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PENINGKATAN KEMAMPUAN MENULIS PARAGRAF DEDUKTIF MELALUI METODE DRILL SISWA KELAS III C SD NEGERI 006 KUBANG JAYA KECAMATAN SIAK HULU KABUPATEN KAMPAR

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v6i2.4535 ◽

2017 ◽

Vol 6 (2) ◽

pp. 441

Author(s):

Lisnarwati Lisnarwati

Keyword(s):

Action Research ◽

Learning Outcomes ◽

Learning Activities ◽

Class Iii ◽

Writing Ability ◽

Student Activity ◽

Planning Implementation ◽

Classroom Action Research ◽

Low Ability

This research is based on the low ability to write deductive paragraph, the average result of deductive paregrat writing ability obtained by students is 27,55 or with failure category. To improve the learning outcomes, the researcher performs improvement research by applying the drill merode. This research is a classroom action research conducted in class III C SD Negeri 006 Kubang Jaya, Kecamatan Siak Hulu, Kabupaten Kampar, this research is done in two cycles, using four stages: planning, implementation, observation and reflection. The result of research stated that the ability of writing paragraphs and learning activities has increased, in cycle I the activity of teacher get score 28 (46,6%), in cycle II activity of teacher have increase with score 57 (95,00%), while in activity of sisswa in cycle I get score 1395 (80,20%), in cycle II student activity have increase with score 1478 (84,90%). The ability to write a deductive paragraph of students also experienced an increase, in the first cycle average writing ability of students is 43.89 with the category less, and in the second cycle average writing ability of students is 68.03 with enough category. Based on the results of this study can be concluded that the ability to write a paragraph deductive students class III C SD Negeri 006 Kubang Jaya, Kecamatan Siak Hulu, Kabupaten Kampar, increased after applied drill method.

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UPAYA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MAHASISWA MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI PADA MATA KULIAH KONSEP DASAR IPA 2 DI PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR TAHUN AKADEMIK 2013/2014

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v3i1.2110 ◽

2014 ◽

Vol 3 (1) ◽

pp. 23

Author(s):

Mahmud Alpusari

Keyword(s):

Initial Data ◽

Learning Outcomes ◽

Inquiry Learning ◽

Learning Activities ◽

Simple Experiment ◽

Competency Based ◽

Basic Concepts ◽

Using Data ◽

The University ◽

Daily Test

In line with the competency-based curriculum at the University of Riau, the effort to improvelearning basic concepts of science 2 courses puts emphasis on understanding the concept ofmatter, which is based on students' learning activities through scientific inquiry.Implementation of action research consists of two cycles in PGSD JIP University of Riau onthe odd semester of 2013/2014 with 55 third semester students. Based on the research results,lecturing process by applying the model of inquiry learning, students’ activity increased inwhich in the first cycle all activities are good category except activity I and II are faircategory. Meanwhile students’ activity in first and fourth in cycle II is good category, andvery good category in second, third, fifth, and sixth activity. Temporarily student’s learningoutcomes increased from pre-tests with an average65.45 into 77,0 in daily test I and 77.45onthe daily test II. Improvement from initial data to the first cycle was 11.55, while the datafrom the beginning to the second cycle increased 12 points. In general the improvement ofstudents’learning is possible because the learning model used is inquiry learning so thatlearning becomes active which centered into students by presenting a problem, then studentsare asked to carry out a simple experiment using equipment and tools, using data, arrangingreports, communicating the results of observations based on concepts and learned principles.Keywords: Inquiry, students’ activity, learning outcomes.

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MENINGKATKAN HASIL BELAJAR IPS DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE QUESTION STUDENT HAVE (QSH) PADA SISWA KELAS IV SDN SAGA V TANGERANG BANTEN

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v4i1.2720 ◽

2015 ◽

Vol 4 (1) ◽

pp. 21

Author(s):

Zerri Rahman Hakim

Keyword(s):

Action Research ◽

Cooperative Learning ◽

Social Studies ◽

Learning Outcomes ◽

Fourth Grade ◽

Learning Model ◽

Learning Activities ◽

Fourth Grade Students ◽

Planning Implementation ◽

Classroom Action Research

The objectives of this research were to determine: 1) Students’ learning activities in social studies after using Question Student Have (QSH) in Cooperative Learning Model, 2) Students’ learning outcomes in social studies after using Question Student Have (QSH) in Cooperative Learning Model. The method used in this research is Classroom Action Research (CAR) with Stephen Kemmis and Mc. Taggart Model which consists of four stages, namely planning, implementation, observation and reflection. This study was conducted by the researcher in two cycles. Instruments used in this research are observational sheet, interview, and test in the last cycle. From the analysis of the data, the researcher found that there is an improvement in students’ learning outcomes. On the basic value, there was only 43,33% students who achieve the learning mastery. In the first cycle, the students who achieve the learning mastery were increased, it was about 30% from the basic value, it reached 73,33%. On the second cycle, the student who achieve the learning mastery were increased about 26,70% from the first cycle, become 100%. The same thing also happened to the students' learning activities. In the first cycle, students’ learning activities is 71,42% and on the second cycle, students’ learning activities were incrased about 21,43% from the first cycle, become 92,85%. Based on the analysis of data of this study it can be concluded that the use of Question Student Have (QSH) in Cooperative Learning Model can improve students’ learning outcomes and learning activities fourth grade students of SDN Saga V in social studies.Keywords: social studies learning outcomes, cooperative learning QSH type.

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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT UNTUK MENINGKATKAN HASIL BELAJAR PKN SISWA KELAS V SD NEGERI 018 UKUI 1 KECAMATAN UKUI

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v5i3.3944 ◽

2017 ◽

Vol 5 (3) ◽

pp. 591

Author(s):

Narko '

Keyword(s):

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Civic Education ◽

Preliminary Data ◽

Primary Schools ◽

Student Learning Outcomes ◽

Learning Model ◽

Learning Activities

This research was motivated by lack of civics student learning outcomes. Low learningoutcomes are caused by: (a) students do not really follow civics and they talk to each othersawaktu teacher explains the lesson; (B) students are not active in learning; (C) if the teacherasking questions, very few students who answered; and (d) very few students were askedabout the learning that has not been understood, in addition to the learning activities in theclassroom dominated by teachers and children are much more powerful. This study aims toimprove learning outcomes civics through cooperative learning model NHT. This study is aclass action, which was conducted in 018 primary schools Ukui 1 Subdistrict Ukui. This studyfocused on students' learning outcomes data civics. Based on the results of the study revealedthat the civic education learning outcomes of students has increased. This is evidenced by:Improved student learning outcomes at the preliminary data the number of students who passare 15 students (50%), increasing in the first cycle increased to 26 students (87%) and incycle II further increased up to 27 students (90 %).

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PENERAPAN PEMBELAJARAN MATEMATIKA REALISTIK INDONESIA (PMRI) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS I SD NEGERI 011 BUKIT GAJAH KECAMATAN UKUI KABUPATEN PELALAWAN

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v5i3.3931 ◽

2017 ◽

Vol 5 (3) ◽

pp. 451

Author(s):

Ipi Hanapiati

Keyword(s):

Learning Outcomes ◽

Mathematics Learning ◽

Learning Activities ◽

Average Value ◽

Study Results ◽

Teachers And Students

This research was motivated by the low results of students' mathematics learning. Of the 35students only 15 students (40.54%) who completed study results, while the average valueobtained by the students was 68.65. This study aims to increase the students' mathematicslearning through PMRI. This research is a class act who performed two cycles. Based on theresearch of learning outcomes and learning activities teachers and students expressedincreased. In the first cycle 1 meeting activities for teachers to get a score of 14 (70%), in thefirst cycle 2 meeting increased with a score of 15 (75%). In the second cycle 1 meeting obtaina score of 17 (85%) and the second cycle 2 meeting obtain a score of 18 (90%). Besides thestudent activity also increased in the first cycle of meeting one activity students obtain a scoreof 12 (60%), in the first cycle 2 meeting increased with a score of 16 (80%). In the secondcycle 1 meeting obtain a score of 17 (85%) and the second cycle 2 meeting obtain a score of17 (85%). The results of students' mathematics learning increases the basic score averagevalue obtained was 68.65 increase in the first cycle with an average value of 95.41 hasincreased in the second cycle with an average value of 97.97.

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IMPLEMENTATION THE PEDAGOGICAL CONTENT KNOWLEDGE (PCK) OF PHYSIC TEACHER BASED-ON STUDENTS LEARNING OUTCOMES AT SMAN 4 BANDA ACEH

Jurnal Ilmiah Peuradeun ◽

10.26811/peuradeun.v4i3.106 ◽

2016 ◽

Vol 4 (3) ◽

pp. 321

Author(s):

Saminan Saminan ◽

Roza Zulfira

Keyword(s):

Pedagogical Content Knowledge ◽

Learning Outcomes ◽

Content Knowledge ◽

Student Learning Outcomes ◽

Learning Activities ◽

Pedagogical Content ◽

Physic Teacher ◽

Average Value ◽

Teacher Success ◽

Banda Aceh

One of the factors of low student learning outcomes on physic learning coursed lack of ability teachers in effecting the pedagogic practice and knowing subject matter in the learning environment. Pedagogical content knowledge (PCK) is the blending of pedagogical knowledge and content knowledge which must have by teachers in realizing learning objectives. This research aims to showed the implementation pedagogical content knowledge (PCK) of physic teacher based on students learning outcomes on measurement and magnitude material at class of X IA4 SMAN 4 Banda Aceh. Outcomes of this research are: the average value of students learning outcomes is 80 with description the PCK of physic teacher are 95% teacher have understood students of characteristics in learning process, 67% teacher success in planning of learning, 70% teacher success in implementing learning activities, 67% teacher success in evaluating learning outcomes, 75% teacher has been able developing the potentials of the students, and 75% teacher has mastered the science of substances.

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